The Effect of Student Receptivity to Instructional Feedback on Writing Proficiency among Chinese Speaking English Language Learners

Julie Tzu-Ling Huang

Abstract

The purpose of this research study is to discover the degree to which student acceptance of instructor feedback influences developing writing proficiency among Chinese speaking English Language Learners enrolled in an American middle school. This study was designed as a qualitative case study—an approach using in-depth inductive processes to observe and evaluate the receptivity of eighth-grade students to instructor feedback during an extended unit of instruction covering the five-paragraph essay model. The principal results in this study show that students who receive timely feedback and are receptive to this feedback become proficient writers, able to pass a Writing Multiple Measurement Assessment (WMMA), contrary to those who are not receptive to feedback. The author reviews research regarding the importance of structured writing instruction for English Language Learners and tactics writing instructors should consider to strategically provide heeded feedback. This study also recommends practical applications for future research direction.

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